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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Journal of Gifted/Talented Education
Journal Basic Information
Journal DOI :
The Korean Society for the Gifted
Editor in Chief :
Volume & Issues
Volume 24, Issue 6 - Dec 2014
Volume 24, Issue 5 - Oct 2014
Volume 24, Issue 4 - Aug 2014
Volume 24, Issue 3 - Jun 2014
Volume 24, Issue 2 - Apr 2014
Volume 24, Issue 1 - Feb 2014
Selecting the target year
Comparison of Academic Stress, Stress Coping and Academic Burnout between Elementary Gifted Students and General Students and Analysis of the Relationships
Ahn, Jong-Hyuk ; Yoo, Mi-Hyun ;
Journal of Gifted/Talented Education, volume 24, issue 2, 2014, Pages 169~189
DOI : 10.9722/JGTE.2014.24.2.169
The purpose of this study was to compare elementary gifted student`s academic stress, stress coping and academic burnout with those of general students and investigate the relationships between academic stress, stress coping and academic burnout. There is a significant meaning in promoting healthy growth and development by reducing academic stress and academic burnouts, as well as providing fundamental data to understand and mentor elementary gifted student and general students emotionally. The results obtained in this study were as follows. First, the results showed that the gifted students` academic stress, school stress, and after school academic stress were significantly lower than general students`. Second, the results showed that the elementary gifted students used more of active and socially supported ways to cope with stress while the general students use more of passive/evasive and aggressive ways to cope with stress. Third, the results showed that the score of gifted students` academic burnouts was significantly lower than that of regular students`, and among general students, the students who spent more time than average time in the private education per week had significantly higher academic burnouts compared to the students who didn`t. Fourth, the results showed that the elementary gifted students with high academic stress used more passive/evasive and aggressive ways to cope with stress. As a result of correlation analysis, it appeared a positive correlation between academic stress and academic burnout. Hierarchical multiple regression showed that academic stress and stress coping affected on academic burnout significantly.
Development of Evaluation Criteria for Teachers in Music (Korean Traditional Music) Gifted Education
Won, YoungSil ; Kim, Eunkyung ;
Journal of Gifted/Talented Education, volume 24, issue 2, 2014, Pages 191~215
DOI : 10.9722/JGTE.2014.24.2.191
The quality of gifted education depends on the quality of teachers in the field. Teachers in music (Korean traditional music) gifted education are significant variable in identifying students` giftedness and successful instruction. The purpose of this study was to explore the desirable components of teachers in music (Korean traditional music) gifted education and develop the evaluation criteria based on the desirable components. Previous research on the components of good teachers, teachers in gifted education and teachers in music (Korean traditional music) gifted education were reviewed. Based on literature review, the evaluation criteria of teachers in music (Korean traditional music) gifted education was developed. To collect opinions and derive consensus of the evaluation criteria, this research used Delphi method with a panels of 25 experts. The evaluation criteria classified with 3 dimensions, 8 categories, and 18 variables as the result.
An Exploration of the Direction of Development of the Integrated Curriculum for Gifted: The Applicability of the Drake Model
Lee, Kyungjin ; Roh, IlSoon ;
Journal of Gifted/Talented Education, volume 24, issue 2, 2014, Pages 217~241
DOI : 10.9722/JGTE.2014.24.2.217
This study aimed to explore the direction and possibility of development of the integrated curriculum for the Gifted students in the discipline-centered curriculum perspective. To this end, the study analysed the Ontario interdisciplinary curriculum based on a Drake`s Integration Model which is typical model of the discipline-centered curriculum and explored the applicability to Science Gifted Academy in Korea. Through showing the possibility of enrichment on the selected majors, integration with other disciplines and solving the future problems by the integrated curriculum centered on `Big Idea`, the Ontario interdisciplinary curriculum gave suggestions of curriculum integration within or through individual research and integrated curriculum for the Gifted. The application of the Ontario`s "Introduction to Information studies" to "Information Science" in Science Gifted Academy in Korea could be obtained the conclusion that the Drake`s Integration model is applied to the Gifted by the individualization of the navigation network, KDB(Knowledge-Do-Be) umbrella, and the final interdisciplinary task. From this result, we could suggest that the development of integrated curriculum for the Gifted should be considered the clarity of learning objectives for the Gifted, the plan of evaluation to demonstrate big understanding and big idea, the integration with other disciplines or real-world problem, as well as the need of teachers council for the integrated curriculum. This study is expected to be contribute to development of the integrated curriculum model for the gifted based on the their characteristics and to be utilized in Science Gifted Academy.
The Implications of a Study on the Programs from Vanderbilt Programs for Talented Youth for the Korean Gifted Education
Kim, Sungyeun ;
Journal of Gifted/Talented Education, volume 24, issue 2, 2014, Pages 243~269
DOI : 10.9722/JGTE.2014.24.2.243
The purpose of this study was to offer suggestions for students, teachers, and parents, respectively, to develop effective gifted education programs in Korea by examining the programs from Vanderbilt Programs for Talented Youth (PTY) at Tennessee in the USA. The method is based on the analyses of PTY web pages, recent materials on programs from PTY, interviews with the executive director of PTY, participation in the endorsement program, and observation in SAVY(Saturday Academy at Vanderbilt for the Young) program. In order to improve gifted education programs in Korea, the results indicate as follows: in respect to students, early identification and education, interdisciplinary humanities curriculums, integrated curriculum models, and information of individual learning plans are essential; in regards to teachers, tailored gifted teacher programs and gifted endorsement programs are necessary; in consideration of parents, programs for supporting parents` groups with professional gifted educators are indispensible.
The Characteristics of Earth System Thinking of Science Gifted Students in relation to Climate Changes
Park, Kyeong-Jin ; Chung, Duk-Ho ;
Journal of Gifted/Talented Education, volume 24, issue 2, 2014, Pages 271~288
DOI : 10.9722/JGTE.2014.24.2.271
This study aimed to investigate the perception of earth system thinking of science gifted students in future problem solving (FPS) in relation to climate changes. In order to this study, the research problem associated with climate changes was developed through a literature review. The thirty seven science gifted students participated in lessons. The ideas in problem solving process of science gifted students were analyzed using the semantic network analysis method. The results are as follows. In the problem solving processes, science gifted students are `changes of the sunlight by water layer`, `changes of the Earth`s temperature`, `changes of the air pressure`, ` change of the wind and weather` were represented in order. On other hand, regard to earth system thinking for climate changes, while science gifted students were used sub components related to atmospheres frequently, they were used sub components related to biosphere, geosphere, and hydrosphere a little. But, the analytical results of the structural relationship between the sub components related to earth system, they were recognised that biosphere, geosphere, and hydrosphere used very important in network structures. In conclusion, science gifted students were understood well that components of the earth system are influencing each other.
Development of Academic Resilience Scale for Gifted Youth
Kim, Hong-Hee ; Han, Ki-Soon ;
Journal of Gifted/Talented Education, volume 24, issue 2, 2014, Pages 289~312
DOI : 10.9722/JGTE.2014.24.2.289
The purpose of this study is to develop academic resilience scale for gifted youth. We extracted the pilot questionnaire of 101 items from open-ended questions with 178 scientifically gifted students and literature review. Item analysis and exploratory factor analysis were also carried out with data of 240 gifted youth. Finally, 11 factors from which 42 items were extracted and validated through the confirmatory factor analysis involving 444 gifted youth throughout the nation. The names of the extracted factors were sense of purpose, self-understanding, educational aspirations, academic self-regulation, task commitment, attribution for success (ability), attribution for success (effort), the interpersonal relationship (friend), the interpersonal relationship (parent), the interpersonal relationship(teacher), and optimism. The results show that all of the path coefficient and construct reliability, AVE (Average Variance Extracted), and coefficient of determination were all acceptable. The result of the study indicated that Academic Resilience Scale for Gifted Youth was positively and significantly correlated with School Adaptation Scale and Resilience Scale. However it was negatively correlated with Academic Burnout Scale, and it was statistically significant. Thus, Academic Resilience Scale for Gifted Youth demonstrated satisfactory internal validity and external validity. The results of the present study suggests theoretical and practical implications of the newly developed Academic Resilience Scale for Gifted Youth.
A Comparative Study of Self Esteem and Reactions on Landscape Montage Test between Scientifically Gifted High School Students and General High School Students
Song, Soonhyun ; Park, Kyungbin ;
Journal of Gifted/Talented Education, volume 24, issue 2, 2014, Pages 313~333
DOI : 10.9722/JGTE.2014.24.2.313
The purpose of this study was to examine self esteem and reactions on LMT projective technique to a group of scientifically gifted high school students and general high school students. For that purpose, 113 participants from scientifically gifted high school and general high school were asked to fill out self esteem questionnaire and draw a LMT. The results were analyzed by using SPSS.PASW18. The results are as follows: First, overall self esteem of gifted students were higher than general students. Second, reactions on LMT of gifted students and general students were examined. As a result, there were statistically significant differences in four items; integration of landscape composition, expression of distance and space, number of additional items, existence of doors and windows. The result of this study showed significant differences between the two groups in self esteem and LMT scores.